scholarly journals Developing and Validating Standards for Clinical learning Environment at Nursing Faculty

2017 ◽  
Vol 5 (10) ◽  
pp. 51-64
Author(s):  
Amira Abd El-Menem Ibrahim ◽  
Wafaa Fathi Ahmed
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Nursing Faculty ◽  
Clinical Learning Environment ◽  
Learning Program ◽  
Undergraduate Nursing ◽  
Technical Manual ◽  
Nursing Courses

There is an increasing interest and concern regarding the role of the learning environment in undergraduate nursing education. Nursing continuously associates with the technical-manual component, while being liable for the care with health of persons and with retaining their quality of life. So, obtaining clinical abilities is an element involved in the learning program of nursing courses.

scholarly journals Nursing and Midwifery Students’ Satisfaction with Their Clinical Rotation Experience: The Role of the Clinical Learning Environment

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Alhassan Basour Adam ◽  
Andrew Adjei Druye ◽  
Akwasi Kumi-Kyereme ◽  
Wahab Osman ◽  
Afizu Alhassan
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Clinical Rotation ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Undergraduate Nursing ◽  
The University ◽  
Students Satisfaction

Background. The clinical learning environment and clinical rotation experience of students are integral to nursing curriculum and are a crucial component of nursing education which helps transform theoretical knowledge to clinical practical skills. Objective. This study was aimed at assessing the role of the clinical learning environment on undergraduate nursing and midwifery students’ satisfaction with their clinical rotation experience. Method. The study employed a quantitative cross-sectional survey design. Data was collected from a sample of 240 undergraduate nursing and midwifery students of the University for Development Studies, Tamale, Ghana, using a structured questionnaire. Ethical approval was obtained from the University of Cape Coast Ethics Review Board. Descriptive analysis was displayed as frequencies and percentages. Inferentially, Fisher’s exact test, linear regression, and Spearman’s correlation tests were used to test for and quantify associations between independent and dependent variables at p ≤ 0.05 . Results. The level of students’ satisfaction with both clinical rotation experience and the clinical learning environment was high (65.6% and 63.5%, respectively). A statistically significant association of the students’ satisfaction with their clinical rotation experience was found. There was a statistically significant relationship between the clinical learning environment (χ2 (9, N = 224) = 80.665, p < 0.001 ), pedagogical atmosphere in the clinical area (rs = 0.379, p < 0.001 ), the leadership style of the ward manager (rs = 0.340, p < 0.001 ), the premises of nursing in the ward environment (rs = 0.501, p < 0.001 ), and the students’ satisfaction with their clinical rotation experience. Conclusion. These findings provide nurse educators and clinicians with meaningful understanding about areas to prioritise when planning clinical learning opportunities in such a way that skills learning and practice of nursing skills are successful and satisfactory for undergraduate student nurses and midwives.

scholarly journals “I’m not an investigator and I’m not a police officer" - a faculty’s view on academic integrity in an undergraduate nursing degree

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Joan Lynch ◽  
Yenna Salamonson ◽  
Paul Glew ◽  
Lucie M. Ramjan
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Academic Integrity ◽  
Codes Of Conduct ◽  
Learning Needs ◽  
Policy And Practice ◽  
Undergraduate Nursing ◽  
Large Numbers ◽  
Academic Integrity Policy

AbstractIn nursing, expectations of honesty and integrity are clearly stipulated throughout professional standards and codes of conduct, thus the concept of academic integrity has even more impetus in preparing students for graduate practice. However, a disparity between policy and practice misses the opportunity to instil the principles of academic integrity, and at its core honesty, a pivotal trait in the nursing profession. This study draws upon the experience of the nursing faculty to explore how academic integrity policy of deterrence operate in nursing education.While participants deplored cheating behaviours, they expressed frustration in having to ‘police’ large numbers of students who had little awareness of the academic standards to meet policy requirements. In addition, they were cynical because of a perceived lack of severity in sanctions for students who repeatedly breached integrity. Participants expressed a moral obligation as educators to meet student learning needs and preferred to engage with students in a more meaningful way to uphold academic integrity. The ambivalence to detect and report breaches in integrity undermines the effectiveness of policy. Therefore, faculty must recognise the importance of their role in detecting and escalating cases of dishonesty and execute deterrence in a more consistent way. To do this, greater support at an institutional level, such as smaller class sizes, inclusion in decision making around sanctions and recognition of additional workload, will enable faculty to uphold policy. Although policing was not their preferred approach, the role of faculty in detecting and reporting cases of misconduct is crucial to increase the certainty of students getting caught, which is essential if policy is to be effective in deterring dishonest behaviour.

scholarly journals Current Overview of Undergraduate Nursing Courses in the Northeast

2021 ◽  
Vol 9 (3) ◽  
pp. 416-424
Author(s):  
Millena Katrine Andrade Santos ◽  
Rebeca Lira de Oliveira Prado Vieira ◽  
Lavynia Carmo Brito ◽  
Mylena Andrade Oliveira ◽  
Suellen Stefhane Santos Britto ◽  
...  
Keyword(s):  
Nursing Education ◽  
Student Performance ◽  
Secondary Data ◽  
Ministry Of Education ◽  
Academic Context ◽  
Contemporary World ◽  
Undergraduate Nursing ◽  
The Face ◽  
Nursing Courses

Introduction: Nursing education has been undergoing transformations in due to the need to adapt to the market demands. Thus, within the academic context, it is necessary to observe the quality of training linked to the demands of the contemporary world. To assess this quality, the National Institute of Studies and Research uses instruments to outline the quality panorama of the courses through the evaluation of students, through the result of the National Student Performance Exam, in addition to using the educational indexes: administrative category, institutional nature, number of vacancies offered and course concept. Objective: To outline the current panorama of undergraduate nursing courses in the Northeast region, establishing a relation with the quality of teaching based on the evaluation of educational indices. Methodology: Document research, of a descriptive character and qualitative approach, using secondary data from the National Institute of Educational Studies and Research Anísio Teixeira of the Ministry of Education, available in April 2020. The sample consists of 336 institutions that offer 406 undergraduate courses in nursing in the Northeast. The data were compiled in an Excel®️ spreadsheet and statistically analyzed using the SPSS 12.0 program. Results: It was observed that the face-to-face modality stands out with 89% coverage in the region, but distance learning includes the largest number of places. Public education institutions stand out with the higher concepts of the course. The NSPE evaluation concept 2 was the one that most appeared in the evaluated courses. The state of Bahia has the largest amount of courses, with 24.5%, and Sergipe was the lowest index (5.4%), but it has an average of vacancies higher than the average in the region. Final considerations: The analysis of this study shows a deficit in the quality of undergraduate nursing courses in the Northeast. Further studies in the area of ​​Nursing Education are needed to analyze the monitoring of its quality.

Perception regarding clinical learning environment among undergraduate nursing students

2021 ◽  
pp. 451-457
Author(s):  
Shaveta Sharma ◽  
Jogindra Vati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Student Evaluation ◽  
Clinical Staff ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Clinical experience is an integral aspect of nursing education as it transforms the theoretical knowledge into practice and the cornerstone of nursing as a health profession. The experience gained through a good and supportive clinical environment includes the atmosphere of the clinical placement unit, and the relationships shared with clinical staff supervisors (staff nurses) and mentors (Clinical instructors) that will affect the students learning. Elements like good teaching, relationship with the clinical staff and opportunity to practice, need to be assessed to have an understanding of the student’s perception regarding clinical learning environment. The aim of the present study was to assess the clinical learning environment among undergraduate nursing students of various colleges of Punjab. Materials and methods: A non experimental, descriptive research design was used to assess the perception regarding clinical learning environment among undergraduate nursing students. SECEE inventory (student evaluation of clinical education environment) by Kari Jecklin - Sand was used to determine the clinical learning environment. Five Nursing institutions were selected conveniently to select 500 under graduate nursing students randomly. Results and Major Findings: The findings of the study revealed that Majority (68%) of the study subjects were satisfied with their clinical learning environment followed by 30.8% who were moderately satisfied and only 1.2% were unsatisfied with their clinical learning environment. As per the Personal Profile of the study subjects, age and gender were found highly significant with the perceived clinical environment score at the 0.01 level of significance whereas no significant association was found out with the habitat, marital status, type of family, place of stay during study and financing during study. As per the family background, mother’s occupation was found highly associated with the clinical learning environment score whereas no association was found with the annual income of parents, education of mother, education of father, father’s occupation and number of siblings.

Bioethics education of nursing curriculum in Korea

2013 ◽  
Vol 20 (4) ◽  
pp. 401-412 ◽  
Author(s):  
Kwisoon Choe ◽  
Youngmi Kang ◽  
Woon-Yong Lee
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Education Quality ◽  
Nursing Curriculum ◽  
Current Profile ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Bioethics Education ◽  
Nursing Courses

The aim of this study is to examine the current profile of bioethics education in the nursing curriculum as perceived by nursing students and faculty in Korea. A convenience sampling method was used for recruiting 1223 undergraduate nursing students and 140 nursing faculty in Korea. Experience of Bioethics Education, Quality of Bioethics Education, and Demand for Bioethics Education Scales were developed. The Experience of Bioethics Education Scale showed that the nursing curriculum in Korea does not provide adequate bioethics education. The Quality of Bioethics Education Scale revealed that the topics of human nature and human rights were relatively well taught compared to other topics. The Demand for Bioethics Education Scale determined that the majority of the participants believed that bioethics education should be a major requirement in the nursing curriculum. The findings of this study suggest that bioethics should be systemically incorporated into nursing courses, clinical practice during the program, and during continuing education.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2020 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background. The Clinical Learning Environment, Supervision and Nurse Teacher Scale https://www.youtube.com/watch?v=4HFG5RyQPqY(CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose. To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland.Methods. Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results. Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher. Conclusions. Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

scholarly journals Through the eyes of the student: Best practices in clinical facilitation

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Immaculate S. Muthathi ◽  
Catherine H. Thurling ◽  
Susan J. Armstrong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Best Practices ◽  
Learning Environment ◽  
Clinical Skills ◽  
Education Institution ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Undergraduate Nursing ◽  
Skills Laboratory

Background: Clinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning.Objective: To determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning.Method: A qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability.Main findings: The data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged.Conclusion: There is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students’ adaptation to clinical practice.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2019 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background. The CLES+T instrument is internationally used for evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose. To examine the basic psychometric properties of the CLES+T in the context of clinical postgraduate nursing education in Poland. Methods. Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results. Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher. Conclusions. Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2020 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background . The Clinical Learning Environment, Supervision and Nurse Teacher Scale ( CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose . To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland. Methods . Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results . Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 ( Nursing care on the ward ) to 0.95 ( The content of supervisory relationship ). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher . Conclusions . Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

Sign in / Sign up

Export Citation Format

Share Document